ETHNOGRAPHY AND ETHNOLOGY

Author: GARCIA PASTOR BEGOÑA.
Year: 2005.
University: JAUME I DE CASTELLON.
Place of defense: FACULTAD DE CIENCIAS HUMANAS Y SOCIALES.
Place of preparation: FACULTAD DE CIENCIAS HUMANAS Y SOCIALES.

Summary: As shown its title, the focus of my ethnographic research is the study of the educational process in a small group of Gypsy families representing 5% of the whole population of a district worker located on the outskirts of the city of Valencia. This process, which includes cultural transmission and learning of social codes, is developed simultaneously in two different contexts: the family and school. The field work that underlies this paper has been developed in both educational contexts over 18 months. The analysis of the particular experience of Gypsy children in the neighborhood school I demanded to know how the educated and Gypsy children within their families and their sociocultural group belonging. In response to this need, to start the ethnography of the school, and took eight months living among the Gypsy families. This immersion as etnógrafa in everyday life of minority group allowed me to learn not only about their culture, but also understand the perspective from which the Roma children and their families and watched the school. At the same time, let me also that, with respect to school (a world very close to me), experienced this process of alienation is necessary to carefully observe and understand the workings of things. Thus, by analyzing the information and dialogue with partners and the social interaction between all subjects involved in research, I have tried to shed light on prejudice and negative stereotypes that have been constructed in the history of relations inter between the Roma minority and majority societies envelopes. In my view, the effects of such mutual prejudices and stereotypes are manifested in many fields of social and cultural interaction, and especially in the relationships of children and their families with the school.

Author: AGUILERA URQUIZA ANTONIO HILARIO.
Year: 2005.
University: SALAMANCA.
Place of defense: FACULTAD DE CIENCIAS SOCIALES.
Place of preparation: FACULTAD DE CIENCIAS SOCIALES.

Summary: The culture is one of the most complex issues currently under discussion in the social sciences. This thesis deals with the education and identity, in the broader context of globalization, from the field research among bororo, an indigenous people JÃ meetings, in central Brazil. After the wars of extermínio in the eighteenth century and early nineteenth, bororo living, for over one hundred years, the experience of daily contact with another model of society and culture. We wonder about the "indigenous education" - a public policy of the Brazilian government-how it is lived in today (Do you were a model for overcoming the School of missionaries?) And the challenges of multiculturalism. In terms of the methodology, we chose to ethnography, as well as being, this present study, a qualitative research (with descriptive characteristics and case study) and acknowledged. We employ, particularly, the techniques of participant observation, along with open and semi-structured interviews. Part of the argument is theoretical, with the objective of a foundation on the concepts of culture, identity and intercultural education. In the second part, we developed the context of bororo, their culture and history, then, address the issue of indigenous school, his national trend, particularly in Meruri. In the last chapter, we seek to reflect on the reality of teachers bororo and proposals of a cross-curriculum. Despite the period of study and implementation of this new model of education for indigenous peoples, we see, in practice, little changed. In fact, teachers are all indigenous, but the education model, remains the traditional, established by the Western Education and multiculturalism remains a simple theoretical contribution.

Author: ANDRADE ROMO EDMUNDO.
Year: 2006.
University: OVIEDO.
Place of defense: FACULTAD DE FILOSOFIA.
Place of preparation: DEPARTAMENTO DE FILOSOFIA UNIVERSIDAD DE OVIEDO.

Summary: It tries to explain the paradox, very visible in Mexico, through the case study of the municipality of Cape Current in the Mexican state of Jalisco as part of a regional unit called Banderas Bay; why the most intense vindicaciones ideological of the indigenous identity and the historical and cultural heritage of ethnic groups native carried with it some policies and programs of social development and productive, far from causing an improvement in their living conditions, have occurred in rural communities greater social and ecological vulnerability. It will be used for instrumentation and methodology developed by G. critic Well into the Myth of Culture (1996), but taking as a source of analysis the Mexican culture and society, as well as the theoretical debates about the Misogenia The Unit, the municipal sovereignty and indigenous reactions. Data anthropological, historical and cultural rights enshrined in the geographical area of Cabo Corrientes are processed both statistical and format of chips, in a standardized fashion (SPSS, tables, graphs, images, etc.) and accessible in electronic format. His study and interpretation showed how there has been the historical process of ownership of cultural heritage by the dominant groups. The story of the construction of the indigenous identity as national identity and their appropriation by the Mexican left from the early twentieth century, is a good testing ground for the argument against Marxist acerda the dominant ideology as the analysis of the appropriation by of Florescano. In this context, international cooperation and development projects to be discussed are a realistic alternative development for the municipality of Cabo Corrientes, in particular, and by extension, to the region of Banderas Bay, which can be powered from the University of Costa, who belongs to the honoree, which can mobilize the resources provided by this thesis.